THE USE OF CHAT GPT IN ACADEMIA: KNOWLEDGE, ATTITUDE, AND PRACTICES OF UNDERGRADUATE STUDENTS IN LAHORE, PAKISTAN

Abstract

The main objective of this research is to investigate undergraduate students' knowledge, attitudes, and practices regarding the use of generative artificial intelligence (GenAI), with a focus on ChatGPT, in academic settings. Moreover, it was also aimed to see differences in knowledge, attitude, and practices of ChatGPT concerning gender, family system, living status, and academic year of the participants. This is a quantitative study that followed a cross-sectional research design. A nonprobability convenience sample of 665 students participated in the study. Participants were approached through online social networking platforms. The mean age range of students was 21.36 (SD=1.66). Most students were sophomores (31%) or seniors (29%). A Google survey was designed and a structured KAP (knowledge, attitude, and practice) questionnaire was shared along with a research information sheet, written informed consent, and demographic sheet. The results revealed a nuanced understanding of GenAI among students, with significant proportions acknowledging ChatGPT's user-friendly interface and effectiveness for learning yet expressing concerns about repetitive information and threats to academic integrity. Attitudes towards ChatGPT demonstrate a balance between positive perceptions of efficiency and concerns regarding its impact on critical thinking and academic fairness. Practices associated with ChatGPT usage highlight students' reliance on the tool for academic support, albeit with varied approaches toward incorporating generated content into assignments. Moreover, there were no statistically significant differences in knowledge, attitude, and practices of ChatGPT among gender, family system, living status, and academic year. These findings show the need for targeted educational interventions to promote responsible and effective GenAI use, foster critical thinking, and address ethical considerations, ensuring that these tools positively contribute to students' learning experiences, rather than being rejected altogether.